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The study discusses the professionalization of academic leadership in Israel by analyzing and comparing two different training programs: the Hebrew University of Jerusalem’s (HUJI) program and the CHE-Rothschild program. The HUJI program began in 2016 to train the professoriate to take charge of leadership positions alongside a separate program for administrative staff, while the CHE-Rothschild program was launched in 2019 to train academic leaders, both professors and administrators from universities and colleges nationwide. The analysis reveals two “ideal types” of collegiality: While Model A (exemplified by the HUJI program) bifurcates between the professoriate and administrative staff, Model B (exemplified by the CHE-Rothschild program) binds administrative and academic staff members through course composition, pedagogy, and content. The study suggests a pattern of redefinition of collegiality in academia: we find that while academic hierarchies are maintained (between academic faculty and administrative staff and between universities and colleges), collegiality in academia is being redefined as extending beyond the boundaries of the professoriate and emphasizing a partnership approach to collegial ties.

In this study, the authors revisit Alberta's public-private partnership (P3) program after 20 years of field level experience by retracing its historical emergence and institutional evolution given its political context. Specifically, the authors adopt a path dependence perspective to reconstruct and reexamine Alberta's P3 program emergence, reflect on the successes achieved, and articulate challenges that must be overcome to institutionalize P3s as part of Alberta's infrastructure delivery environment in the future.

Adopting a constructivist approach and a case-based methodology, the authors (re)analyze the activities of governmental agents, private industry, and other actors as part of a new infrastructure policy introduced in 2002 to transform the provincial institutional landscape to accommodate P3.

The authors find Alberta's P3 emergence was driven by the necessity of its infrastructure deficits, political expediency, and resource scarcity. Furthermore, with well-entrenched conservative political actors as gatekeepers, Alberta's P3 implementation demonstrated stability and incremental change simultaneously, consistent with core elements of path dependency. Following the introduction of P3 in Alberta, the province lacked formal institutional structures that would transition its P3 program from good to great and enable it to become firmly embedded in the public infrastructure delivery landscape. With the subsequent absence of P3-convinced (political) leadership and uncertainty about its P3 policy direction, Alberta was unable or unwilling to consolidate the progress made at the start of the program.

Most recently, the emergence of new political leadership in Alberta has (re)catalyzed policy progress, pointing toward a more methodical program approach, and suggesting a rediscovered confidence in P3s in the province with the establishment of a P3 Office (P3O), including nascent formal rules for unsolicited bids. These recent changes in our view make for a much more anchored policy and could lead to program sustainability and eventual institutionalization. Given the unpredictability of the recent political change, a more robust analysis of the relationship between political party control, leadership, and P3 stability is required to anticipate future policy and organizational obstacles.

The purpose of this research is to provide an integrated approach of organizational ecology, population ecology and selection mechanisms within the context of the resource-based view of the firm, evolutionary economics (EC) and transaction cost economics (TCE). It applies this framework to examine the interrelationships between corporate social reporting (CSR) and global reporting initiative.

The methodology for this paper is library-based archival research. It is qualitative and analytically descriptive of prior academic research and published literature on the subject.

CSR has the potential to provide functional credence to corporate social and environmental activities by legitimizing institutionalized corporate norms and behavior.

Accounting scholars have recognized the need for an integrated approach in the social sciences to examine the multifaceted aspects of sustainability development and accounting. This research highlights that sustainability is related to ecosystems, environments, natural resources, demography, population, culture, political systems and history.

This paper investigates the challenges and opportunities for the deployment of whistleblowing as an accountability mechanism to curb corruption and fraud in a developing country. Nigeria is the institutional setting for the study.

Adopting an institutional theory perspective and a survey protocol of urban residents in the country, the study presents evidence on the whistleblowing program introduced in 2016. Nigeria’s whistleblowing initiative targets all types of corruption, including corporate fraud.

This study finds that, even in the context of a developing country, whistleblowing is supported as an accountability mechanism, but the intervention lacks awareness, presents a high risk to whistleblowers and regulators, including the risk of physical elimination, and is fraught with institutional and operational challenges. In effect, awareness of whistleblowing laws, operational challenges and an institutional environment conducive to venality undermine the efficacy of whistleblowing in Nigeria.

The study presents a model of challenges and opportunities for whistleblowing in a developing democracy. The authors argue that the existence of a weak and complex institutional environment and the failure of program institutionalization explain those challenges and opportunities. The authors also argue that a culturally anchored and institutionalized whistleblowing program encourages positive civic behavior by incentivizing citizens to act as custodians of their resources, and it gives voice to the voiceless who have endured decades of severe hardship and loss of dignity due to corruption.

The objective of the paper is to explore and evaluate practical accounting education to find its weaknesses and suggest avenues to build strengths which will provide the market with effective accountants from the universities (the primary source of accountants).

The study uses semi-structured interviews to understand and extract the study problem and build the questionnaire; the final step is to analyse and interpret the questionnaire results based on structured interviews, dividing the research community into professors and market elements, business managers and university graduates.

The market has provided a negative evaluation of practical education. Reasons include a shortage of instructors with professional experience; curriculums that lack the topic of professional and ethical skills; and internships if provided, with unsatisfactory results. The study suggests accounting simulation labs as a reasonable substitution for the placement year (internship) if the labs are qualified and the internship results unsatisfactory.

This article is based on a multiregional research community, making results transferable to any country that faces a lack of professional accounting education. The applied evaluation method is capable of use by any other field in the business industry since accounting is part of this industry.

In previous studies, outcomes of leadership training have varied, with some studies suggesting large effects and others small. Although the transfer of training literature suggests a number of factors that influence training outcomes, this knowledge has seldom been used when evaluating the outcomes of leadership training. The purpose of the present study is therefore to examine how factors related to transfer of training influence outcomes of leadership training.

In the present research, follower-rated outcomes of a leadership training program in Denmark (N = 298) was examined from a transfer of training perspective.

Using Baldwin and Ford's transfer of training model as a framework, analyses revealed that leaders' utility reactions (i.e. perception of usefulness) and learning were linked to transfer of training. In addition, leaders' perceptions of transfer were associated with post-intervention follower-rated transformational leadership and collective self-efficacy.

Making sure that leaders find the training useful for their everyday activities (i.e. positive utility reactions) and that they have time to learn the training content is important to enable transfer and for leaders to use trained skills back at work.

The findings indicate the importance of understanding how leaders' perception of training content influences leadership training outcomes and that these perceptions need to be a part of the evaluation of leadership training. In addition, the findings suggest that factors predicting transfer of leadership training differ from other types of training.

Despite a fast-growing interest in leadership development programs, there is limited research on the impacts of leadership development and a narrow focus on professional competencies as outcomes. The authors’ aim was to test whether authentic leadership development (ALD), an identity-based leadership development approach, is associated with positive changes in leaders' psychological well-being.

In a large sample of leaders (N = 532) from five different ALD programs, the authors conducted a pre-registered outcome-wide analysis and tested within-person changes in key indicators of psychological well-being and explored individual differences moderating these changes.

Results showed significant increases in self-concept clarity, sense of purpose in life and personal growth about two to three weeks after the programs ended. Changes in stress and health were not consistent. These changes did not differ across socio-demographic status (gender, age), work-related factors (leadership, industry and tenure) and most personality factors (extraversion, agreeableness, openness to experience). Those with high emotional variability experienced greater improvements in some outcomes of well-being while individuals with higher income and conscientiousness (who had high baseline self-concept clarity) experienced smaller improvements. Longer follow-up assessments were associated with smaller changes.

As one of the most comprehensive assessments of ALD outcomes to date, this study shows the potential of ALD for improving outcomes beyond leadership skills, the well-being of leaders, highlighting the return on value in leadership development and pointing to learning and development as a workplace well-being intervention.

The Agents of Change program is a two-year, project-based learning program to develop Extension Professionals’ capacity to engage in Adaptive and Transformative Leadership. Its primary goal is to develop the capacity of Extension Professionals to engage in leadership to create more diverse, equitable, inclusive and just Extension programs and community change initiatives. This manuscript describes the program and an initial evaluation and results.

Results of an evaluation of the first year of the program indicate that regular training sessions and support are appropriate for leadership development and that Extension Professionals are using the learning, awareness and tools from this program to address challenges with Adaptive and Transformative Leadership elements. Also, Extension professionals demonstrated commitment to personal growth, community engagement and understanding of their multifaceted roles as change agents.

Participants are sharing resources from the program with colleagues, leading meetings differently, questioning the status quo and pushing others to try new ways forward.

This paper reviews what has been written on leadership development from the leadership-as-practice (L-A-P) perspective, which views leadership as emerging in everyday activities and interactions of a collective in a specific context. This paper aims to deepen the theoretical understanding of how leadership can be learned and developed from the L-A-P perspective.

An integrative literature review was undertaken to review and synthesise what has been written on the topic in journal articles and scholarly books.

The importance of the context and the practices that are embedded in it is the most central aspect affecting leadership development from the L-A-P perspective. This places workplace leadership development centre stage, but several papers also showed that leadership programmes have an important role. Not only collective capacity building is emphasised in the papers, but the importance of individual-level leader development is also recognised.

The contribution of this study is twofold: First, it brings the currently fractured information on L-A-P development together to enhance theory building by providing a synthesis of the literature. Second, a conceptual framework is constructed to show how the L-A-P perspective on leadership development can take both leadership development at the collective and individual levels into account, as well as the learning that takes place either inside or outside the workplace. This study’s results and framework show that the development has its own specific purpose and suggested methods in both levels, in both learning sites.

Formal structured leadership training is increasingly incorporated as a regular fixture in developed nations to produce competent leaders to ensure the provision of quality patient care. However, most low- and middle-income countries (LMICs) rely on one-off external training opportunities for selected individuals as they lack the necessary resources to implement long-term training for a wider pool of potential health care leaders. This case study shares the establishment process of the Talent Grooming Programme for technical health care professionals (TGP), a three-year in-house leadership training programme specially targeted at potential health care leaders in Malaysia.

This case study aims to share a comprehensive overview of the ideation, conceptualisation and implementation of TGP. The authors also outlined its impact from the individual and organisational perspectives, besides highlighting the lessons learned and recommendations for the way forward.

TGP set out to deliver experiential learning focusing on formal training, workplace experiences, practical reflection and mentoring by supervisors and other esteemed leaders to fulfil the five competency domains of leadership, organisational governance, communication and relationship, professional values and personal values. The successes and challenges in TGP programme delivery, post-training assessment, outcome evaluation and programme sustainability were outlined.

The authors’ experience in setting up TGP provided valuable learning points for other leadership development programme providers. As for any development programme, a continuous evaluation is vital to ensure its relevance and sustainability.

Certain aspects of TGP establishment can be referenced and modified to adapt to country-specific settings for others to develop similar leadership programme, especially those in LMICs.